| More effective assessment tools are needed to help school psychologists identify early mathematical talent and prevent mathematical disabilities. Based on quantitative and verbal scores from the Cognitive Abilities Test (CogAT) and teacher referrals, 60 elementary school children were identified. Two groups, "High VIQ" and "Average VIQ," were selected based on CogAT verbal scores. A third group, designated "RADO" (Referred for Arithmetic Difficulties Only), consisted of students referred by their teachers as "struggling with math, but ... otherwise at or above grade level." Zero-order correlations, multiple regression analyses, analysis of variance and post-hoc comparisons were performed, and individual profiles were examined for students with discrepantly low CogAT quantitative relative to CogAT verbal scores. The best predictor of calculation and numeration was the Digits Forward measure, and the best predictor of problem solving and timed subtraction was the Visual Dot Matrix (Swanson, 1995) measure. Results supported the hypothesis that high VIQ students would be superior to average VIQ students on most measures, but their superiority would be greater on problem solving than on basic calculation measures. Results also supported the hypothesis that RADO students would have particular difficulty with visuospatial tasks. Analysis of variance did not support the hypothesis that the RADO group would be weaker on some measures than the average VIQ group; however, individual profiles of RADO students with discrepantly low quantitative to verbal scores did reveal specific weaknesses on visuospatial and automatized retrieval measures. A two-tier screening model is proposed: (1) group screening and teacher referral solicitation; and (2) individualized screening for specific weaknesses using measures validated in this study. |
